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Journal articles on the topic 'School: School of Education'

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Published: 10 December 2022

Last updated: 28 January 2023

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1

Ready, Douglas D., Valerie E. Lee, and Kevin G. Welner. "Educational Equity and School Structure: School Size, Overcrowding, and Schools-Within-Schools." Teachers College Record: The Voice of Scholarship in Education 106, no. 10 (October 2004): 1989–2014. http://dx.doi.org/10.1177/016146810410601005.

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Consistent with the Williams v. California suit, our focus in this article is on educational equity, particularly the interface between equity and school organization. We concentrate on two structural issues, school size and school overcrowding, and one specific school structure, schools-within-schools. We organize the article as an interpretive summary of existing studies of these topics, concentrating on how these structural issues relate to social stratification in student outcomes, particularly academic achievement. Our evidence is drawn from both national studies and, when available and appropriate, from research that discusses the effects of school structure in California. We use this evidence to define which size high schools are best for all students (600–900 students), which responses to school overcrowding are appropriate (building more schools rather than adding portable classrooms or multitrack year-round schooling), and how creating smaller learning communities in high schools can work well for everyone by reducing the potential for internal stratification. California policies, however, have not promoted these responses. In many cases they have actually exacerbated inequality in educational outcomes and assisted the transformation of the social differences students bring to school into academic differences. We advocate reforms that are associated with high achievement and achievement that is equitably distributed by race, ethnicity, class, or family origin. Reforms that raise achievement of children at the lower end of the distribution without damaging those at the top are ones toward which we believe our nation should strive. By offering empirical evidence of practices that lead toward this important goal, we hope to inform the important debates surrounding the Williams case.

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Shomirzayev, M. Kh. "Developing Educational Technologies In School Technology Education." American Journal of Engineering And Techonology 02, no. 07 (July 30, 2020): 51–57. http://dx.doi.org/10.37547/tajet/volume02issue07-08.

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Kilic, Cigdem. "Parents’ opinions of the pre-school education concerning pre-school education institutions." International Journal of Academic Research 5, no. 6 (December 10, 2013): 37–40. http://dx.doi.org/10.7813/2075-4124.2013/5-6/b.7.

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4

OZGENEL, Mustafa, Filiz CALISKAN YILMAZ,, and Feyza BAYDAR. "School Climate as a Predictor of Secondary School Students’ School Attachment." Eurasian Journal of Educational Research 18, no. 78 (November 29, 2018): 1–30. http://dx.doi.org/10.14689/ejer.2018.78.5.

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5

Braden, Jennifer S., Eleanor DiMarino-Linnen, and Thomas L. Good. "Schools, Society, and School Psychologists." Journal of School Psychology 39, no. 2 (March 2001): 203–19. http://dx.doi.org/10.1016/s0022-4405(01)00056-5.

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Alexander, Monique, and Vanessa A. Massaro. "School deserts: Visualizing the death of the neighborhood school." Policy Futures in Education 18, no. 6 (September 2020): 787–805. http://dx.doi.org/10.1177/1478210320951063.

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The purported purpose of school choice policies is to increase students’ access to “good schools.” There is little discussion, however, of where those good schools are located, nor of the ways in which the distribution of good schools mirrors broader patterns of uneven development in the United States. Given that schools are neighborhood assets and that the distance which students travel to get to school affects their success, the locations of schools matter tremendously and are inextricable from questions of social and spatial justice. We introduce and argue for the explicit use of the term “school desert” as a way for scholars to understand and describe the spatial injustice of school closures and for activists to argue the importance of effective local schools. Spatial visualization and rendering of social problems is an invaluable strategy for effecting policy change. As cities move increasingly to a “de-spatialized” geography of schooling where catchment zones are less determinate of where a student attends school, it is important to consider where the desirable schools are and where they are not. A more nuanced visualization of school locations than neighborhood demographics offers a new lens through which to examine the (un)intended effects of school closures on students, communities, and development. Using Pennsylvania as a case study, we use a geographic information system (GIS) to evaluate the broader reverberations of school choice policies and determine who, demographically, has access to high-quality schools. In light of this research, we also propose an innovative analytic and methodology that describes the educational inequity which is caused by spatial relationships between students’ homes and high-quality schooling. Through the concept of a school desert we explore the (un)intended spatial implications of school closures. School deserts occur as a result of school choice policies that justify school closures. Closures and the location of good schools are geographically uneven, tempered by the federal and local policies that ensure income and racial segregation in US housing. Our analysis of Pennsylvania reveals the uneven distribution of access to good schools in the same way that mapping food deserts displays how market forces have failed to evenly distribute quality food. We find that areas with high-quality schools are significantly wealthier and whiter than school deserts, a conclusion which mirrors those concerning other low-quality neighborhood assets. School deserts as a methodology demonstrate that if students do not have geographic access to good schools, then school choice policies do not, in fact, offer choice.

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Muijs, Daniel. "New Directions for School Effectiveness Research: Towards School Effectiveness Without Schools." Journal of Educational Change 7, no. 3 (August 25, 2006): 141–60. http://dx.doi.org/10.1007/s10833-006-0002-7.

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8

Shomirzayev, M. Kh. "Technology Of Educational Process In School Technology Education." American Journal of Social Science and Education Innovations 02, no. 07 (July 30, 2020): 212–23. http://dx.doi.org/10.37547/tajssei/volume02issue07-28.

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9

Conger, Dylan. "Within-School Segregation in an Urban School District." Educational Evaluation and Policy Analysis 27, no. 3 (September 2005): 225–44. http://dx.doi.org/10.3102/01623737027003225.

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This article examines ethnic segregation, defined as segregation among racial groups as well as between native-born and immigrant students, across elementary school classrooms in New York City. Specifically, the study compares patterns in within-school segregation across ethnic groups, grades, boroughs, and years. Current levels of within-school segregation are also compared to levels of across-school segregation and to levels of segregation that result from three simulations where students are assigned to their classrooms: (a) randomly, (b) to achieve complete ethnic segregation, and (c) according to their prior year test scores. Results indicate that racial segregation across schools is far greater than racial segregation within schools, however the segregation of immigrants within-schools is equal to the segregation of immigrants across schools. Within-school segregation cannot be entirely attributed to random processes or to the use of ability grouping practices, particularly in the case of black and Hispanic segregation. Finally, segregation within-schools varies considerably across the five boroughs and declined during the second half of the 1990s.

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10

Haynes, Norris M. "Creating Safe and Caring School Communities: Comer School Development Program Schools." Journal of Negro Education 65, no. 3 (1996): 308. http://dx.doi.org/10.2307/2967347.

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11

Ribeiro Meireles, José Manuel. "INDIGENOUS SCHOOL EDUCATION AND THE KRAHO SCHOOLS." Educere et Educare 16, no. 38 (April 23, 2021): 427–50. http://dx.doi.org/10.17648/educare.v16i38.25916.

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Sarı, Enver. "School counselor education with observation in schools." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 3899–903. http://dx.doi.org/10.1016/j.sbspro.2010.03.612.

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13

Kelly, Sean, and Richard Majerus. "School-to-School Variation in Disciplined Inquiry." Urban Education 46, no. 6 (August 11, 2011): 1553–83. http://dx.doi.org/10.1177/0042085911413151.

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In recent years No Child Left Behind has provided new labels to supposedly high- and low-performing schools and has identified large numbers of schools as low performing. Are school-to-school differences in the quality of instruction offered as great as the public is led to believe? Using the disciplined inquiry typology of Newman, Marks, and Gamoran, we examine whether variation in observable indicators of school quality correspond to real differences in instruction between schools. Consistent with the large body of research on school effects we find very modest school-level variation in the prevalence of disciplined inquiry.

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Maranto, Robert, and M. Danish Shakeel. "Family Change, Schools, and School Choice." Journal of School Choice 15, no. 1 (January 2, 2021): 7–9. http://dx.doi.org/10.1080/15582159.2021.1883902.

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15

Pallas, Aaron M. "School Climate in American High Schools." Teachers College Record: The Voice of Scholarship in Education 89, no. 4 (June 1988): 541–54. http://dx.doi.org/10.1177/016146818808900405.

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Covell, Katherine. "School engagement and rights‐respecting schools." Cambridge Journal of Education 40, no. 1 (March 2010): 39–51. http://dx.doi.org/10.1080/03057640903567021.

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McLeskey, James, and Nancy L. Waldron. "Comprehensive School Reform and Inclusive Schools." Theory Into Practice 45, no. 3 (July 2006): 269–78. http://dx.doi.org/10.1207/s15430421tip4503_9.

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Furtwengler, Willis J., and Beth Farley. "Effective School Retreats Improve Secondary Schools." NASSP Bulletin 71, no. 500 (September 1987): 118–22. http://dx.doi.org/10.1177/019263658707150019.

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19

Goodlad, John I. "School-University Partnerships and Partner Schools." Educational Policy 7, no. 1 (March 1993): 24–39. http://dx.doi.org/10.1177/0895904893007001003.

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20

McWilliams, Julia Ann. "The neighborhood school stigma: School choice, stratification, and shame." Policy Futures in Education 15, no. 2 (February 2017): 221–38. http://dx.doi.org/10.1177/1478210317705740.

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Social scientists have begun to document the stratifying effects of over a decade of unprecedented charter growth in urban districts. An exodus of students from traditional neighborhood schools to charter schools has attended this growth, creating troubling numbers of vacant seats in neighborhood schools as well as concentrating larger percentages of high-need student populations like special education students and English Language Learners in these schools ( Buras, 2014 ; Gabor, 2014 ; Knefel, 2014 ). In cities like Philadelphia, the maintenance of two parallel educational systems – one charter, the other district – has also strained budgets and contributed to fiscal crises that have further divested traditional district schools of critical resources (Popp, 2014). How are youth, teachers, and staff in neighborhood schools responding to these conditions and the moral associations that the “neighborhood school” has come to invoke within an expanding educational marketplace? What does it mean to attend and/or work in a traditional neighborhood school in the midst of the dramatic restructuring of urban public education? Using frameworks developed in anthropological and sociological studies of social stigma, I explore in this paper how the power of market stratification has come to influence the intensification of institutional stigmas around the traditional neighborhood school ( Anyon, 1980 ; Goffman, 1963 ; Link and Phelan, 2001 ). Drawing on ethnographic data from a neighborhood school in Philadelphia, I center youth perspectives on their aspirations and life chances given their status as students in a non-selective neighborhood school in my analysis. I ultimately interrogate how notions of race, educational quality, and [lack of] school choice, impact this neighborhood school community’s sense of worth and future as individuals as well as an institution.

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ISMAİL, Mamdooha, Ali KHATİBİ, and S. M. Ferdous AZAM. "Impact of School Culture on School Effectiveness in Government Schools in Maldives." Participatory Educational Research 9, no. 2 (March 1, 2022): 261–79. http://dx.doi.org/10.17275/per.22.39.9.2.

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Lee, Daphnee Hui Lin, and Chi Shing Chiu. "“School banding”." Journal of Educational Administration 55, no. 6 (September 4, 2017): 686–701. http://dx.doi.org/10.1108/jea-02-2017-0018.

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Purpose The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websites. Findings First, under school-based management, principals remain obliged to recognize the power of state-defined examinations in determining the schools’ future priorities. Second, the exercise of school autonomy in response to this obligation varies, depending upon the competitive advantage schools have in the school banding system. Ideally, effective school-based management is dependent upon the principal’s capacity to facilitate good instructional practices. However, principals need to adjust their leadership practices to school contextual demands. Third, adaptations to contexts result in the varied developments of teacher capacities in schools, corresponding with the types of principal leadership adopted. Originality/value While statistical studies have identified attributes of exemplary principal leadership, few studies have examined the qualitative reasons for the exemplification of these attributes, and the influence of the school context in shaping these attributes. Departing from assumptions that leadership attributes are intrinsic to individuals, this paper considers how principals contextualize leadership in teacher professional development to the schools’ student academic achievement.

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Cocoradă, Elena, Ana-Maria Cazan, and Ioana Emanuela Orzea. "School Climate and School Achievement in the Romanian Secondary Education." Journal of Psychoeducational Assessment 36, no. 5 (December 1, 2016): 516–22. http://dx.doi.org/10.1177/0734282916683285.

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This article presents a tool that provides reliable scores for studying the school climate from the students’ perspective, created for the Romanian context. The main aim of the article is to present the psychometric properties of the instrument. The participants were 605 students, enrolled in four secondary schools and four high schools, from an urban area. The exploratory and confirmatory factor analyses revealed a seven-factor structure: student–teacher relationships, headmaster’s involvement in school life, student–student relationships, school satisfaction, achievement motivation, student–form teacher relationship, and perceived safety. The results revealed that gender, school location, and parents’ educational level could significantly predict school performances.

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Haller, Emil J., David H. Monk, Alyce Spotted Bear, Julie Griffith, and Pamela Moss. "School Size and Program Comprehensiveness: Evidence From High School and Beyond." Educational Evaluation and Policy Analysis 12, no. 2 (June 1990): 109–20. http://dx.doi.org/10.3102/01623737012002109.

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The demand for school improvement has increased concern over the ability of small high schools to offer comprehensive programs and has raised anew the pressure for consolidation. However, although large schools clearly offer more courses than do small ones, it is less clear that they offer more comprehensive programs. In this study we use the High School and Beyond data to address three questions, (a) Are the math, science, and foreign language programs of large schools more comprehensive than those of small ones? (b) For any given school size, are these programs equally comprehensive? (c) Is there some point on the school size continuum beyond which comprehensiveness shows little change? We find that although large schools offer more comprehensive programs than do small ones, there is substantial variation in comprehensiveness among the three programs at any given school size, and there is no common point where the programs of smaller schools approximate the comprehensiveness of larger ones.

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Macit, Zerin Bölükbaşı, and Cem Tümlü. "“Death Education” at School for Counselors Who Work in Elementary School." Journal of Qualitative Research in Education 7, no. 4 (October 25, 2019): 1–19. http://dx.doi.org/10.14689/issn.2148-2624.1.7c.4s.12m.

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Macit, Zerin Bölükbaşı, and Cem Tümlü. "“Death Education” at School for Counselors Who Work in Elementary School." Journal of Qualitative Research in Education 7, no. 4 (October 25, 2019): 1–19. http://dx.doi.org/10.14689/issn.2148-624.1.7c.4s.12m.

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ÇITAK, Şenel, and Hikmet YAZICI. "Risky Behaviours of High School Students and School Counsellors’ Interventions." Participatory Educational Research 9, no. 6 (November 1, 2022): 453–73. http://dx.doi.org/10.17275/per.22.148.9.6.

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Risky behaviors (substance abuse, obesity, suicide, bullying, and others), many of which are indeed preventable, are common among high school students. The most important task in detecting, preventing, and intervening in risky behaviors in schools falls to the school guidance service and school psychological counselor. The main objective of this study is to determine the types and prevalence of risky behaviors observed among high school students and to analyze the practices performed by the school guidance service for such behaviors. This study was organized in accordance with the mixed research design for which qualitative and quantitative approaches were used together. In this context, quantitative (N1=566) and qualitative (N2=21) data collection processes were carried out with psychological counselors working in different types of high schools in 12 provinces. While statistical procedures were included for the quantitative data of the research, content analysis techniques were used for the qualitative data. The results showed smoking, peer bullying, cyberbullying, school dropout, obesity, delinquency, abuse, suicidal tendency and attempt, alcohol use, bonsai use, and other substance use as risky behaviors in high schools. The levels and frequency of these behaviors vary across school types. The preventive activities in the schools were generally based on informative seminars, and practical studies were limited. The research results also indicated that studies of risky behaviors were not sufficiently included in Ministry or school guidance framework programs. Furthermore, it was found that parents, teachers, and administrators gave limited support to the studies carried out within the scope of education and intervention for risky behaviors in schools. These results demonstrate that school psychological counselors encountered several personal, institutional, or legal obstacles in their studies on risky behaviors.

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Fowler, William J., and Herbert J. Walberg. "School Size, Characteristics, and Outcomes." Educational Evaluation and Policy Analysis 13, no. 2 (June 1991): 189–202. http://dx.doi.org/10.3102/01623737013002189.

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To investigate school size effects for secondary schools, 18 school outcomes, including the average scores on state-developed tests, student retention, suspensions, postschool employment, and college attendance for 293 public secondary schools in New Jersey were regressed on 23 school characteristics, including district socioeconomic status and percentages of students from low-income families; school size and number of schools within each district; and teacher characteristics encompassing salaries, degree status, and years of experience. District socioeconomic status and the percentage of students from low-income families in the school were the most influential and consistent factors related to schooling outcomes. School size was the next most consistent and was negatively related to outcomes. This finding corroborates previous research conducted primarily on public elementary school and suggests that smaller school districts and smaller schools, regardless of socioeconomic status and grade level, may be more efficient at enhancing educational outcomes.

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Kelly, Sean, Zachary Mozenter, Esteban Aucejo, and Jane Cooley Fruehwirth. "School-to-School Differences in Instructional Practice: New Descriptive Evidence on Opportunity to Learn." Teachers College Record: The Voice of Scholarship in Education 122, no. 11 (November 2020): 1–38. http://dx.doi.org/10.1177/016146812012201102.

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Background/Context There is continuing debate among social scientists and educators about the role of school-to-school differences in generating educational inequality. Are some students high achieving because they attend School A, while others struggle because they attend School B, as critical discourse on schools argues? Alternatively, is educational inequality driven largely by social forces outside of the school, in the home and neighborhood environment, or by educational processes that are largely common across schools as much social science research argues? Analyses of school achievement, and in particular test score gains from year-to-year, suggest very small between-school differences. Yet, analyses of test score data alone may fail to reveal important school-to-school differences that affect the quality of the classroom experience and a variety of educational outcomes. Purpose/Objective We provide evidence on the following research questions. What is the magnitude of school-to-school variation in instructional practice, as captured by multiple measures? Are some domains of instruction (e.g., behavioral management) more variable between schools than others? To what extent are school-to-school differences in instruction associated with compositional characteristics of students and teachers? Research Design This study relies on the Measures of Effective Teaching Study data, which offer an unprecedented set of observations of teachers’ instruction scored on state-of-the-art observational protocols. To examine the extent of school-to-school variation in instructional practice in elementary and middle schools, we conducted a decomposition of variance analysis using summary scores on multiple measures. We further examine behavioral climate as revealed during instruction separately from overall instructional practice. Next, we examine differences in instruction associated with compositional characteristics of students using multilevel models. Finally, we use an innovative two-stage statistical adjustment strategy to more narrowly identify the possible association between composition and teaching practice due to school-to-school teacher sorting. Findings/Results The basic descriptive results from this study suggest a middle view of school-to-school differences in instruction. We find that substantial school-level variation in instruction exists, with 30% or more of the total variance in instruction lying between schools in these data. Behavioral climate during instruction appears to be particularly salient, and especially in elementary schools. Much of the between school variance we identify, in some cases 40% or more, is readily explained by simple measures of socio-demographic composition, including in particular the racial make-up of schools in the MET districts. Finally, some evidence from a statistical adjustment method suggests that teacher sorting, rather than measurement bias and teacher adaptation, is principally responsible for school-to-school differences in instruction. Conclusions/Recommendations More than an academic debate, basic differences between schools in the quality of the learning environment, along with parental understandings and beliefs about school effects, are potentially important drivers of school and neighborhood sorting and segregation, and even public investment in schooling. Additionally, this question carries continued policy relevance as states adopt and revise teacher and school accountability frameworks that implicitly attribute school-to-school differences to organizational functioning, and seek to carry out instructional improvement efforts in targeted schools. The basic descriptive results from this study suggest school-level differences are not as great as suggested by critical theory and the public discourse, but neither are they as inconsequential as one might infer from some social science research or the literature on value-added differences between schools.

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Northrop, Laura, and Sean Kelly. "AYP Status, Urbanicity, and Sector: School-to-School Variation in Instruction." Urban Education 53, no. 5 (December 16, 2015): 591–620. http://dx.doi.org/10.1177/0042085915618710.

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This study investigates whether adequate yearly progress (AYP) status, locale, and sector—common variables used to judge the quality of schools—accurately signal true differences in instructional practices in high school mathematics and science. Using data from the High School Longitudinal Study (HSLS), we find the school-to-school variation in instructional practices to be minimal. Controlling for a variety of school and teacher characteristics, we find that there is no difference in the use of developmental instruction between schools that make AYP and schools that do not, urban and nonurban schools, and public and private schools.

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Masschelein, Jan, and Maarten Simons. "Schools as Architecture for Newcomers and Strangers: The Perfect School as Public School?" Teachers College Record: The Voice of Scholarship in Education 112, no. 2 (February 2010): 533–55. http://dx.doi.org/10.1177/016146811011200209.

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Background/Context The article reflects on the public role of education on the occasion of the 50th anniversary of the publication of Hannah Arendt's essay, “The Crisis in Education” and in facing the current transformation of public policy into “new public management.” Purpose/Objective/Research Question/Focus of Study Based on Arendt's essay, “The Crisis in Education,” the article explores that peculiar setting and architecture between family and world that is called school. The leading concern for this investigation is the school's public meaning. The point of departure is that today, the public role of education is an urgent concern, that is, the school's public role is questioned in view of the current processes of privatization, and what is critically described as the “capitalization of life.” In this contribution, based on a reading of Arendt's essay and relying on the analysis of a specific school design by the architect Wim Cuyvers, two different ways of thinking the public meaning of school education are explored. One way of thinking takes the school as an infrastructure of “intro-duction,” while the other way of thinking regards the school as an infrastructure of “e-duc(a)tion.” Research Design This article is an analytic essay. Conclusions/Recommendations The article shows that it is impossible to think “a new beginning in our world” without thinking the school as public space. Drawing on some thoughts of Agamben and the school architecture of Cuyvers, the article offers an outline for elaborating the Arendtian thinking of the “perfect school.” This school is conceived of as a space where people are exposed to things, and being exposed could be regarded as being drawn outside (or as e-ducation), that is, into public space. Public space is a “free space” or the space of “free time.” This free time is precisely the sense that the Greek “scholé” seemed to indicate—a space where (economic, social, cultural, political, private …) time is suspended and where people have time at their disposal for “a new beginning.” Whereas the museum is the setting that accumulates time, the school could be seen as the setting for suspending time. The school as “public architecture,” then, is not a space/time of “intro-duction” and “in-between,” but a space/time of “suspension” and “e-ducation.”

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Ashley, Laura Day. "Inter‐school working involving private school outreach initiatives and government schools in India." Compare: A Journal of Comparative and International Education 36, no. 4 (December 2006): 481–96. http://dx.doi.org/10.1080/03057920601024941.

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Ruijs, Nienke, and Hessel Oosterbeek. "School Choice in Amsterdam: Which Schools are Chosen When School Choice is Free?" Education Finance and Policy 14, no. 1 (January 2019): 1–30. http://dx.doi.org/10.1162/edfp_a_00237.

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Using discrete choice models, this paper investigates the determinants of secondary school choice in the city of Amsterdam. In this city, there are many schools to choose from and school choice is virtually unrestricted (no catchment areas, low or no tuition fees, short distances). We find that school choice is related to exam grades and the quality of incoming students, but not to progression in lower grades, no delay in higher grades, and a composite measure of quality published by a national newspaper. Furthermore, students appear to prefer schools that are close to their home and schools that many of their former classmates in primary school attend.

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Bear, George G., Chunyan Yang, Lindsey S. Mantz, and Angela B. Harris. "School-wide practices associated with school climate in elementary, middle, and high schools." Teaching and Teacher Education 63 (April 2017): 372–83. http://dx.doi.org/10.1016/j.tate.2017.01.012.

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Holme, Jennifer Jellison. "Buying Homes, Buying Schools: School Choice and the Social Construction of School Quality." Harvard Educational Review 72, no. 2 (July 1, 2002): 177–206. http://dx.doi.org/10.17763/haer.72.2.u6272x676823788r.

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In this article, Jennifer Jellison Holme explores how parents who can afford to buy homes in areas known "for the schools" approach school choice in an effort to illuminate how the "unofficial" choice market works. Using qualitative methods, Holme finds that the beliefs that inform the choices of such parents are mediated by status ideologies that emphasize race and class. She concludes that school choice policies alone will not level the playing field for lower-status parents, as choice advocates often suggest.

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Marks, Gary N. "Do Schools Matter for Early School Leaving? Individual and School Influences in Australia." School Effectiveness and School Improvement 18, no. 4 (December 2007): 429–50. http://dx.doi.org/10.1080/09243450701712528.

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Amaliyah, Amaliyah. "ELITE SCHOOL POLICIES; SUPERIOR ISLAMIC SCHOOLS." Edukasi Islami: Jurnal Pendidikan Islam 9, no. 02 (August 29, 2020): 410. http://dx.doi.org/10.30868/ei.v9i02.907.

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This study aims to examine the policies of leading schools/madrasas in Indonesia, which have elitist tendencies and become reproductive forces rather than productive forces. This picture is evident from the community's view on identifying rich and poor schools, and even becoming a socioeconomic measure for the community. Furthermore, elite schools are seen as excellent schools that meet the quality standards of their graduates. The emergence of elite Islamic schools is at least motivated by several factors, including factors, ideology, social, historical, and psychology, as a response to problems in Islamic education that are always discussed by the world of education, where the tendency only functions in the spiritual. There are two formulations of this study's problem, namely, how does elitism emerge in leading schools/madrasas? Then, how to reconstruct the leading school/madrasa to guarantee access to education that is equitable for all children of the nation from all walks of life, especially among the poor? The results of this study, first, the elite schools get special treatment from the government by receiving block-grant subsidies and being given the freedom to collect school fees from parents/guardians of students. Second, reconstruction steps are needed to improve the education of the excellent schools/madrasas to be enjoyed equally by the entire community and educate all the nation's children.

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Turdimurodov, Dilmurod Yuldashevich. "Testing Volitional Qualities For Students Of High Schools Of Secondary School." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 405–13. http://dx.doi.org/10.37547/tajssei/volume03issue03-62.

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The article discusses the features of the manifestation of volitional qualities in high school students when performing tasks in the form of test exercises of a different nature. Based on the analysis of scientific and research work on the formation and development of volitional qualities, studies of the mid-education school, studies have been conducted by studies to identify the level of evidence in the performance of test exercises in the lessons of physical education. As test exercises, the researcher took and carried out: holding a dumbbell in front of him (for a while) with an outstretched arm (static mode of operation), work with a dumbbell for biceps with a strong arm for the number of times (dynamic mode of operation), breath holding test (for time). Tables of measurements of volitional component indices were compiled for students with different levels of motor activity (LMA) when performing tasks of a different nature. Indicators of the level of manifestation of volitional qualities of senior pupils in the experiment were assessed by the method of E.P. Shcherbakov.

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Jennings, Jennifer L. "School Choice or Schools’ Choice?" Sociology of Education 83, no. 3 (July 2010): 227–47. http://dx.doi.org/10.1177/0038040710375688.

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Drawing on a year and a half of ethnographic research in three New York City small high schools, this study examines the role of the school in managing school choice and asks what social processes are associated with principals’ disparate approaches. Although district policy did not allow principals to select students based on their performance, two of the three schools in this study circumvented these rules to recruit and retain a population that would meet local accountability targets. This article brings together sensemaking and social network theories to offer a theoretical account of schools’ management of choice in an era of accountability. In doing so, the author demonstrates that principals’ sensemaking about the accountability and choice systems occurred within the interorganizational networks in which they were embedded and was strongly conditioned by their own professional biographies and worldviews. Principals’ networks offered access to resources that could be activated to make sense of the accountability and choice systems. How principals perceived accountability and choice policies influenced whether they activated their social networks for assistance in strategically managing the choice process, as well as how they made sense of advice available to them through these networks. Once activated, principals’ networks provided uneven access to instrumental and expressive resources. Taken together, these results suggest that schools respond to accountability and choice plans in varied ways that are not simply a function of their short-term incentives.

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Buckman, David G., Nathan W. J. Hand, and Arvin Johnson. "Improving High School Graduation Through School Climate." NASSP Bulletin 105, no. 1 (February 8, 2021): 5–24. http://dx.doi.org/10.1177/0192636521993212.

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The purpose of this study was to contribute to the body of literature regarding decisions school leaders make when developing strategic plans to improve student outcomes. This study investigated whether there is a significant relationship between school climate and graduation rates for public high schools in the state of Georgia when controlling for potential covariates. Using an ordinary least squares multiple regression procedure, this study found a positive school climate increased high school graduation rates ( b = .164, p ≤ .01).

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Qowaid, Qowaid. "CHARACTER EDUCATION THROUGH RELIGIOUS EDUCATION IN SMAN 2 SEMARANG." Dialog 39, no. 2 (December 31, 2016): 209–26. http://dx.doi.org/10.47655/dialog.v39i2.105.

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This study aims to investigate the implementation of character education through Religious Education in schools and to determine the supporting and inhibiting factors. This study was conducted in SMAN 2 Semarang between April and September 2014. Data was collected through observation, interviews, review of documents, and questionnaires. The results showed that the implementation of character education in this school was integrated in all subjects, including Religious Education. Character education is carried out through intra-curricular, extracurricular, and other forms of activities. Seven characters of educational values (e.g. religious attitude, honesty, tolerance, discipline, environment awareness, social care and responsibility) have been implemented in the school. There were some supporting factors which enabled the implementation of character education in SMAN 2 Semarang such as: school vision, mission and goals, the curriculum, and supporting school elements. However, there was also an inhibiting factor i.e. school external surrounding. It is recommended that character education through Religious Education in schools can be used as a development model of character education in other schools. KEY WORDS: Character education, religious education.

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Cohen-Azaria, Yael, and Sara Zamir. "School principals’ perceptions and requirements of school evaluators." Quality Assurance in Education 26, no. 4 (October 8, 2018): 489–501. http://dx.doi.org/10.1108/qae-01-2018-0006.

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Purpose The purpose of this paper is to examine the perceptions of school principals of the evaluator’s role and to learn about their requirements of school evaluators. Design/methodology/approach The current study is based on the qualitative paradigm of data collection and analysis. This paradigm provides a profound a description of the phenomenon in the context in which it takes place, based on the respondents’ perceptions and how they interpret their experiences. In the course of the study, the authors used semi-structured in-depth interviews. Findings Findings indicated that principals had regarded the role of the school evaluator mainly as that of an expert, a managerial partner and an implementer of school evaluation culture. Research limitations/implications The interviewers were the teachers who had been trained for the school evaluator’s position. Practical implications The “school evaluator” and the principals bear the complex task of evaluation on their shoulders, and their success in fulfilling it depends on their insights about how to delineate and implement the evaluator’s role. The paper outlines some crucial benchmarks for resolving the issue of role definitions between them. Social implications As a relatively new profession, derived from other professions and research areas, evaluation has no solid, historical occupational legacy in schools. This paper broadens the merit of school evaluator as the facilitator of quality assurance. Originality/value The increased responsibility placed on schools, the demand of accountability as well as transparency, have obliged the schools to broaden and deepen the internal evaluation activities. This paper reveals the essence of school evaluator’s role and suggests some key points for his/her valuable work.

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Watkins, Chris, Melanie Mauthner, Roger Hewitt, Debbie Epstein, and Diana Leonard. "School violence, school differences and school discourses." British Educational Research Journal 33, no. 1 (February 2007): 61–74. http://dx.doi.org/10.1080/01411920601104441.

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Merkys, Gediminas, and Daiva Bubelienė. "Preconditions for “Happiness School” Development: the Role of School and Family." Pedagogika 122, no. 2 (June 15, 2016): 33–48. http://dx.doi.org/10.15823/p.2016.19.

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This article attempts to justify empirical criteria, which enables how to recognize “Happiness School”, as well as the factors that determine the school’s identity formation. The empirical base: senior students (N = 1 078), 26 Lithuanian schools and social survey results. The sample represents urban/rural schools, as well as cultural differences of schools’. The study of variable structure is abundant, multi-conceptual. Out of the 67 primary items, 16 scales with high psychometric quality were formed. Triangulating various Cluster Analysis methods for classifying students and schools, from 3 ranges of estimates, a group variable was formed: “Happiness School” versus “Happiness School antipode”. Analysis was used to see how the remaining scales (different independent variables, school culture and family factors) separate (discriminate) the said contrast groups. It turned out that all of the variables, that are part of the discriminant analysis model, differentiate contrast groups very well. The following independent variables (factors) are described in their values, separating contrast groups in a relative weakening of order: dissatisfaction with the teachers; lack of socio-educational control within the school; principled response to complaints, maladies; staff and teachers indifference; parental indifference to child’s problems, moralising, clear rules, the ability to maintain order in the school and etc.

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Malvankar, Alka. "Elementary School Education and the Right to Education Act, 2009." Sociological Bulletin 67, no. 2 (June 11, 2018): 220–35. http://dx.doi.org/10.1177/0038022918775503.

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In India, vide Right to Education Act, 2009, elementary school education has been made a fundamental right of children between the ages of 6 and 14 years. The objective is to achieve the goal of universal elementary education for all. The Right to Education Act, 2009, has also allocated 25 per cent places in private schools for socially disadvantaged children. In the course of assessing the social effect of Right to Education Act, 2009, existing literature has been analysed. Although India has measured great strides in enlisting school enrolment, some problems exist. An attempt has been made to elicit the state of school education in India by analysing the growth of private schools and the facts in state schools. Some suggestions have been made to improve the educational situation in schools in the given social circumstances.

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Hamlin, Daniel. "Are Charter Schools Safer in Deindustrialized Cities With High Rates of Crime? Testing Hypotheses in Detroit." American Educational Research Journal 54, no. 4 (May 23, 2017): 725–56. http://dx.doi.org/10.3102/0002831217705060.

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Families in deindustrialized cities with high crime rates report prioritizing school safety when opting for charter schools. Yet, very little research has investigated whether charter schools are safer than traditional public schools. This study compares charter and traditional public schools in Detroit, Michigan, on perceived school safety by linking student surveys to data on school, neighborhood, and parent-related characteristics. Charter schools exhibited higher perceived school safety than traditional public schools. However, controls for student commute distance and parental involvement largely diminished this difference. Neighborhood charter schools were an exception, maintaining higher perceived school safety net of controls. Overall results suggest that differences in perceived school safety between schools become less prominent after the attributes of school choosers are considered.

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Handayani, Hany, Pupung Rahayu, and Agusfianudin . "The Application of Global Education in Child-Friendly School: Descriptive Study in Primary School in Sumedang." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 2, no. 1 (February 22, 2019): 71. http://dx.doi.org/10.33578/jtlee.v2i1.6660.

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Integration of global education in schools is considered insignificant by teachers, whereas in the face of the era of globalization, education is very important given to elementary school students, so with this consideration this research is carried out. The method used in this study is a descriptive method of the International Green School Primary School in Sumedang which implements child-friendly school education. This study aims to find out how schools apply global education to subjects in the classroom. The technique of data collection is done through semi-structured interviews, observation and documentation. This study was analyzed using a grounding approach. The findings of this study highlight the implementation of global education in child-friendly schools at the Green School Elementary School. Based on these findings, Elementary School teachers found learning patterns in the implementation of global education in Primary Schools. The results obtained are: 1) increasing student understanding of international and intercultural issues and, 2) increasing student understanding of strategies to participate locally, nationally, and internationally.

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Muslihah, Eneng. "SCHOOL BASED MANAGEMENT." ALQALAM 26, no. 3 (December 31, 2009): 427. http://dx.doi.org/10.32678/alqalam.v26i3.1565.

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School based management is the main issues in the educational quality improvement of both elementary and secondary education institutions in the world in the last three decades. It is the alternative school management believed to be potentially able to elevate the education quality. In Indonesia, it was introduced as early as the end of 1999 following the enactment of the decentralization policy. School based management, which is seen as a panacea of Indonesian education problems especially from primary up to senior secondary schools, when the 2003 Education Law No 20 was introduced, Indonesia formally adopted a policy of "school-based management" for the quality improvement of its 227.298 public and private schools, and madrasahs (Islamic schools), 47.813.166 students and 3.218.7 54 teachers. SBM in Indonesia is focused on the four aspects of basic education: quality, equality, relevance and efficiency. While international research has not yet proved conclusively that schoolbased management improves student outcomes, but in Indonesia, the experience has been to a certain degree more positive.

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Corcoran, Sean P., and Christiana Stoddard. "Local Demand for a School Choice Policy: Evidence from the Washington Charter School Referenda." Education Finance and Policy 6, no. 3 (July 2011): 323–53. http://dx.doi.org/10.1162/edfp_a_00038.

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The expansion of charter schools—publicly funded, yet in direct competition with traditional public schools—has emerged as a favored response to poor performance in the education sector. While a large and growing literature has sought to estimate the impact of these schools on student achievement, comparatively little is known about demand for the policy itself. Using election returns from three consecutive referenda on charter schools in Washington State, we weigh the relative importance of school quality, community and school demographics, and partisanship in explaining voter support for greater school choice. We find that low school quality—as measured by standardized tests—is a consistent and modestly strong predictor of support for charters. However, variation in performance between school districts is more predictive of charter support than variation within them. At the local precinct level, school resources, union membership, student heterogeneity, and the Republican vote share are often stronger predictors of charter support than standardized test results.

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Kartashova, V. N. "INNOVATIONS IN FOREIGN SCHOOL EDUCATION." Educational Psychology in Polycultural Space 59, no. 3 (2022): 98–106. http://dx.doi.org/10.24888/2073-8439-2022-59-3-98-106.

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The article presents an overview of innovations in the school system of certain foreign countries. The purpose of the article is to describe the changes in the modern foreign school and to gain useful experience in the formation of schoolchildren’s competencies necessary for life in modern conditions. Currently in school didactics there are constant discussions about the introduction of new school subjects that have more in common with our modern life. School subjects that are studied at school today were already in the school curriculum in the past, and even the century before. However the school must correspond to current realities. In today’s world students need to learn “soft skills” to be competitive and successful in their profession. Today the society needs initiative, independent thinking, creative people who are able to perceive reality critically, who know the basics of digital literacy. New school subjects to be introduced into the curriculum should better prepare graduates for their future lives in the context of globalization, digitalization and climate change. The goal of modern education is to “teach how to learn”. Therefore it is necessary to strengthen at all levels of school education the tendency to develop in students independent thinking, creativity, the ability to project new own research. The article describes and analyzes individual school subjects introduced into the school curriculum in a number of countries in recent decades. In some schools in Germany the school subjects “Research”, “Care”, “Nutrition and Health”, “Happiness” are studied. Schools in Italy, New Zealand, Finland have introduced the subject “Climate Change and Sustainable Development”, etc. Examples of the main forms of organizing lessons and the main approaches (project-based learning, cross-subject learning) are given. The role of the teacher is defined, they play the role of a consultant, whose main task is to motivate the student to research, regardless of the upcoming assessment, to teach them to think. The main principles in the implementation of student projects are the integration of individual school subjects, practical orientation, connection with modernity.

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